St Charles' Primary School, Waverley Annual School Report to the Community 2016
School Contact Details 53-63 Carrington Road, Waverley 2024
[email protected] http://stcwaverley.catholic.edu.au 9387 3845 9389 3612
Principal Ms Hilary Cameron
ABOUT THIS REPORT St Charles' Primary School is registered by the Board of Studies Teaching and Educational Standards (BOSTES), and managed by Sydney Catholic Schools (SCS), the ‘approved authority’ for the Registration System formed under Section 39 of the Education Act 1990 (NSW). The Annual School Report to the Community provides parents and the wider School community with fair, reliable and objective information about School performance measures and policies, as determined by the Minister for Education. The Report also outlines information about initiatives and developments of major interest and importance during the year and the achievements arising from the implementation of the School’s Annual Improvement Plan. The Report demonstrates accountability to regulatory bodies, the School community and Sydney Catholic Schools. This Report has been approved by Sydney Catholic Schools in consultation with the Regional Consultant who monitors that the School has appropriate processes in place to ensure compliance with all Board of Studies Teaching and Educational Standards requirements for Registration and Accreditation. This Report complements and is supplementary to School newsletters and other regular communications. Further information about the School may be obtained by contacting the School or by visiting the School’s website.
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S ECTION O NE : M ESSAGE FROM K EY G ROUPS IN OUR COMMUNITY Principal's Message
At St Charles’ Primary School, the Religious life of the school is central to our mission and underpins our school values of Peace, Simplicity and Courtesy. The activities of the school reflect these values. St Charles’ Primary School educates children in the Catholic faith and is a school that embodies the principles of 21st century education. The work of the school is inspired by the words and example of Saint Francis and Saint Clare of Assisi. We proclaim the message that the imprint of the Creator is in all life. “God saw everything He had made and indeed it was good.” Genesis 1:31 We aim to unite our community through Catholic Life and Religious Education, nurture inquiring minds, generate a curriculum that is rigorous and engaging and embrace Franciscan Leadership which is distributive. The staff are committed to the wellbeing of each student and provide quality learning experiences which engage, motivate and challenge students. Differentiation is key to our curriculum planning. I am privileged to work in partnership with the parents, teachers and staff in leading Saint Charles’ School. Parent Body Message
I have been on the St Charles' Parent Advisory Council (PAC) over the 2015 and 2016 years. My two daughters attend St Charles' Primary School and being part of the PAC for those two years was very beneficial for me for several reasons. Apart from gaining much deeper insight into how the school operates, I was able to witness firsthand the dedication and commitment of the teaching staff to provide the best Catholic education to the students of the school. I felt my opinions and time were appreciated from my involvement in the PAC. I was able to assist as a sounding board for some complex challenges the school has faced which I also felt was rewarding. One example was how St Charles' Primary School can assist parents with after school care needs. I was pleased with the repeated reference and action initiated at the PAC meetings towards the Franciscan values. It proved to me that the teaching staff at St Charles' Primary School really believe and follow, as best they can, these values when educating our children. Student Body Message Annual School Report to the Community 2016
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Year 6 have appreciated the opportunity to be true leaders of the school. We have all grown into such mature, intelligent and generous individuals, with so much to offer to the world. The values of St Charles’ Primary School will remain with us forever. The school has taught us about the importance of peace. This is particularly important as we venture into a world that is filled with war and prejudice. The school has taught us about simplicity. Our world is complex and everyone is striving for more and more, but we have learned that the simple things in life make us the happiest. We have learned about the important role of courtesy; that every person deserves to be treated with courtesy and respect regardless of their views and opinions. These values have formed an important part of our character. But, none of this would have been possible without the guidance and support of our teachers. We wish to thank all the teachers at Saint Charles' Primary School for their dedication and commitment.
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S ECTION TWO : S CHOOL F EATURES St Charles' Primary School is a Catholic systemic Co-educational School located in Waverley. The school population of 337 students is accommodated in thirteen classrooms, complemented by a library, dedicated art and music rooms and a school hall. Our well planned playgrounds allow our children to enjoy a wide range of activities including climbing frames, netball and basketball, cricket, a mezzanine playground, native and vegetable gardens and a passive play area in the form of the 'Peace Garden'. Children at St Charles' are offered opportunities to participate in debating (seniors), chess, choir, netball and rugby league football. Private music tuition complements the curriculum music program on offer. The work of the school is enriched through an active Parent Advisory Council (PAC). Comprising nine members (six parents, our Parish Priest, a member of the leadership team and the principal) the PAC collaborate to advise the principal on specific matters and to contribute to decision making at the whole school level.
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S ECTION THREE : S TUDENT PROFILE Student Enrolment
The School caters for students in Kindergarten to Year 6. Students attending this School come from a variety of backgrounds and nationalities. The following information describes the student profile for 2016: Girls
Boys
LBOTE*
Total Students
176
161
88
337
* Language Background Other than English Enrolment Policy
The Archdiocese of Sydney has established an Enrolment Policy for Systemic Catholic Schools. Sydney Catholic Schools monitor the implementation of this policy. The policy has been developed in the context of government and system requirements. Children from families who are prepared to support the ethos and values of the Catholic Church may be considered eligible for enrolment. Total fees are made up of the Archdiocesan tuition fee, the parish school levy and local fees and charges. A pastoral approach is adopted for parents experiencing genuine difficulty with the payment of fees. Information about enrolling in a systemic school in the Archdiocese of Sydney may be accessed at the Sydney Catholic Schools website. Student Attendance Rates
The average student attendance rate for 2016 was 94.03%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
94.89%
Year 1
95.38%
Year 2
93.48%
Year 3
95.39%
Year 4
92.39%
Year 5
92.27%
Year 6
94.41%
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Managing Student Non-attendance
Regular attendance at school is essential if students are to maximise their potential. The School, in partnership with parents, is responsible for promoting the regular attendance of students. While parents are legally responsible for the regular attendance of their children, School staff, as part of their duty of care, monitor part or whole day absences. School staff, under the Principal’s leadership, support the regular attendance of students by: providing a caring teaching and learning environment which fosters students’ sense of wellbeing and belonging to the School community maintaining accurate records of student attendance recognising and rewarding excellent and improved student attendance implementing programs and practices to address attendance issues when they arise. The Principal is responsible for supporting the regular attendance of students by ensuring that: parents and students are regularly informed of attendance requirements and the consequences of unsatisfactory attendance all cases of unsatisfactory attendance and part or full day absences from school are investigated promptly and that appropriate intervention strategies are implemented documented plans are developed to address the needs of students whose attendance is identified as being of concern the Executive Director of Sydney Catholic Schools or designated Sydney Catholic Schools officer is provided with regular information about students for whom chronic nonattendance is an issue and for whom School strategies have failed to restore regular attendance.
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S ECTION F OUR : S TAFFING PROFILE The following information describes the staffing profile for 2016: Total Teaching Staff*
Total Non-Teaching Staff
Combined Total
25
9
34
* This number includes 10 full-time teachers and 15 part-time teachers. Percentage of staff who are Indigenous
0%
Professional Learning
The ongoing professional development of each staff member is highly valued. Professional learning can take many forms including whole school staff days, subject specific in services, meetings and conferences and a range of professional learning programs provided by Sydney Catholic Schools. The School takes responsibility for planning, implementing, evaluating and tracking of its staff professional learning and individual staff members take responsibility for their ongoing professional development. All teachers have been involved in professional learning opportunities during the year related to improving student outcomes. The School held the equivalent of five staff developments days this year with areas of focus as follows: Term 1
Annual Improvement Plan and History Module
Term 2
Quality Literacy Teaching
Term 3
Spirituality Day - ‘Into the Heart of Mercy’
Term 4
Handover of students to 2017 class teacher
Professional learning is highly valued at St Charles’ Primary School as evidenced by: Quality Literacy Teaching data analysis. authentic assessment to inform effective teaching professional learning communities (working collaboratively with grade partner, participating in weekly staff meetings) Religious Education (writing units in alignment with our contemporary world with a focus on scripture and doctrine) Gateways Education (scope and sequence planning; writing units of work for History, Geography, Science and Technology new teacher professional development. Annual School Report to the Community 2016
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Teacher Standards
The following table sets out the number of teachers who fall into each of the two categories determined by the Board of Studies Teaching and Educational Standards:
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Teacher Qualifications
Number of Teachers
1 Those having formal qualifications from a recognised higher education institution or equivalent.
25
2 Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.
0
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S ECTION F IVE : CATHOLIC L IFE AND R ELIGIOUS EDUCATION Catholic Schools have a unique role in the evangelising and educating mission of the Church. The Archbishop's Charter for Catholic Schools sets out the purpose and mission of Catholic schools in the Archdiocese of Sydney. In responding to the Charter, the School engages in processes to reflect on and revitalise its mission and strengthen the religious life of members of the School community. The School follows the Archdiocesan Religious Education (RE) Curriculum and uses the student textbooks To Know, Worship and Love, as authorised by the Archbishop of Sydney. In 2016 we prepared children to receive two Sacraments; Reconciliation in Year 2 and Eucharist in Year 3. Integral to these programs were adult education components so that parents could gain insights into the origins and traditions of these Sacraments. Our commitment to our school value of Courtesy (service) ensured that our children were educated and involved in fundraising activities for Caritas and St Mary’s Bowraville (our Aboriginal Sister School). Charitable works were also carried out on behalf Catholic Care. Due to the support of our parent community we were able to assemble forty boxes of Christmas foodstuffs, essential supplies and gifts for those less fortunate in our community. The celebration of our Franciscan Day Mass on 4 November emphasised our unique school and parish partnership. We value the opportunity for a number of our Year 5 students to join other school groups at a Faith Connect Day in November. This is further strengthened by the provision of a monthly Family Mass which is organised through a Parent Committee. Students in Years 6 and 8 in Catholic schools in the Archdiocese of Sydney undertake the Archdiocesan Religious Education (RE) Test annually. The test consists of fifty multiple-choice questions. Results of the test are analysed by teachers and are used to inform teaching and learning in Religious Education. Our School's average result (as a mark out of 50) Year 6
37.67
Further information about the Archdiocesan Religious Education Curriculum and the RE Tests may be accessed at the Religious Education and Evangelisation site on the Sydney Catholic Schools website.
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S ECTION S IX : CURRICULUM The school provides an educational program based on, and taught in accordance with the Board of Studies Teaching and Educational Standards syllabuses for Primary Education. The Key Learning Areas (KLAs) are English, Mathematics, Science and Technology, Human Society and its Environment, Creative Arts and Personal Development, Health and Physical Education. In addition, the school implements the curriculum requirements of Sydney Catholic Schools. The teaching and learning processes are informed by the Statement on Authentic Learning in Sydney Archdiocesan Schools. Staff members are committed to continuous improvement of teaching and learning in all facets of the school curriculum.
In 2016 we worked on increasing student literacy through a research informed, highly effective school-wide approach to literacy acquisition K-6. We monitored accountabilities on the success criteria continuum. The Quality Literacy Teaching (QLT) team involves all teachers in on-site collaborative professional learning. Key focus areas across the year for QLT were: success criteria updates analysis and discussion of data teacher professional reading oral language development and writing surveys teacher professional learning - collaborative planning and learning walks class visits - QLT team with Leader of Learning the four cornerstones of Quality Literacy Teaching - Balanced, Integrated, Systematic, Explicit. The Understanding by Design (UbD) framework offers a planning process and structure to guide curriculum, assessment and instruction. Its two key ideas are: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends.The Religious Education Curriculum focused on teachers working on UbD and differentiation. Effective use of data was used to determine student learning needs and inform practice. Professional learning centred on content knowledge and pedagogy in Religious Education, with a major focus on differentiation and assessment. We used Bloom’s Taxonomy, Gardiner’s Multiple Intelligences, Ryan’s 20 Thinkers Keys and De Bono’s Hats. Teacher release support in the implementation of effective Religious Education programs was given a priority level 1 rating. Moderation is another important element of curriculum work. Aligning a work sample to a Annual School Report to the Community 2016
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particular grade involves a judgement that the work sample is of a standard that would typically be produced by a student whose overall performance, on balance, best matches that grade description. Teachers need to be satisfied that a work sample is of a standard that would be produced by a student performing, overall, at particular grade level. Time is devoted to this significant work each semester; this is an important element of our reporting to parents’ schedule. The Diverse Learning Needs Coordinator gives leadership to strengthening the school’s capacity to identify and meet the needs of specific students. This is a team approach with appropriate access of Sydney Catholic Schools’ specialist personnel, in particular the wellbeing and diverse learning teams. It is also important that students have a voice in their own learning needs.
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S ECTION S EVEN : S TUDENT PERFORMANCE IN N ATIONAL AND S TATE -W IDE TESTS The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable information about student achievements in literacy and numeracy. An analysis of these results assists School planning and is used to support teaching and learning programs. The tables below show the percentages of students who achieved particular skill bands in numeracy and the aspects of literacy. The School results shown are compared to students nationally. Literacy is reported in four content strands (aspects): Reading, Writing, Spelling, Grammar and Punctuation. Numeracy is reported as a single content strand. % of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
88.46%
52.80%
1.92%
9.70%
Reading
80.77%
49.40%
1.92%
11.40%
Year Writing 3 Spelling
86.54%
48.60%
1.92%
6.20%
73.08%
46.50%
1.92%
12.30%
71.15%
35.70%
5.77%
13.40%
NAPLAN RESULTS 2016
Numeracy
% of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
66.67%
36.30%
0.00%
14.70%
Reading
70.00%
35.20%
3.33%
15.50%
Year Writing 5 Spelling
33.33%
17.40%
6.67%
18.30%
43.33%
29.60%
0.00%
17.00%
48.39%
28.20%
3.23%
16.30%
NAPLAN RESULTS 2016
Numeracy
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
St Charles’ Pastoral Care is viewed in a multi-faceted way. Pastoral Care is supported through the Whole School Management Plan, Home/School Communication, our Reward and Affirmation System and through our Anti-Bullying Policy. In house support is supplemented by the services of Sydney Catholic Schools’ (SCS) Wellbeing Team who are able to access counselling as well as affiliated health and educational services. Learning Links also supported students through the provision of student counselling. There were no changes made to the Student Wellbeing and Pastoral Care Policy this year. The full text of the School's Pastoral Care Policy may be accessed on the School's website or at the administration office. Discipline Policy
Corporal punishment is expressly prohibited in this School. The School does not sanction administration of corporal punishment by School persons and non-School persons, including parents, to enforce discipline in the School. Restorative Practices are at the heart of our Discipline Policy. Our Policy aims to honour the dignity of each person in the school environment and to demonstrate that relationships can be effectively mended. In situations where Restorative Practices are deemed unsuccessful for particular students, the school calls upon the Sydney Catholic Schools’ Wellbeing Team for guidance, advice and to access related support services. Outside agencies may also be engaged within the context of the SCS publication, Managing Challenging Behaviours. No changes were made to this Policy in 2016. The full text of the School's Student Discipline Policy may be accessed on the School's website or at the administration office. Anti-Bullying Policy
The Archdiocese of Sydney has established an Anti-Bullying Policy which is implemented by our school and all systemic schools in the Archdiocese. It provides a framework for school communities to work together to prevent and address issues of student bullying, in order to build respectful relationships that respond effectively and sensitively to the needs of each person. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was reviewed in August 2016 and no changes were made to the policy this year.
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The full text of the Anti-Bullying Policy may be accessed on the School’s website, the administration office or at the SCS website at this link. Complaints and Grievances Resolution Policy
The Archdiocese of Sydney has established a Resolution of Complaints Policy which is implemented by our school and all systemic schools in the Archdiocese. The rationale for the policy is that within the reality of the schooling experience, it is recognised that, from time to time, misunderstandings and differences of opinion will occur, and that these need to be resolved satisfactorily. Addressing such matters within a framework of dignity, respect and truth can provide powerful opportunities to model the love of Christ in the reality of our contemporary world. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was reviewed in December 2015 and no changes were made to the policy this year. The full text of the Resolution of Complaints Policy may be accessed on the School’s website, the administration office or at the SCS website at this link. Initiatives Promoting Respect and Responsibility
Values education permeates all aspects of school life, and respect and responsibility are important aspects of our values education. We promote respect for all people in a nonjudgmental way by supporting those who are marginalised. Our awareness programs aim to develop a sense of responsibility in the students for the welfare of fellow human beings who are on the fringes of society. We engage in activities in curriculum programs and Religious Education connections to teach students respect for Indigenous Australians and their culture. Ou programs urge students to accept responsibility for Australia's history and the truth surrounding our past, at age appropriate levels. St Charles’ has adopted a model of behaviour management, Restorative Justice, aligned to the ethos of the school. Student leaders are trained in skills to resolve conflict. Having a wholeschool approach has empowered students and teachers to manage school situations. Tensions have been reduced as the focus has shifted from ascribing blame towards building positive relationships and repairing relationships when they break down.
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S ECTION N INE : S CHOOL R EVIEW AND IMPROVEMENT The School implements the Sydney Catholic Schools' School Review and Improvement (SRI) Framework which outlines the processes and benchmarks for creating the culture and practice of continuous improvement with students as the focus. Each year, the School develops an Annual Improvement Plan indicating the intended key improvements for student learning outcomes. The plan is drawn from the School’s Strategic Improvement Plan and informed by the document New Horizons: Inspiring Spirits and Minds. The School engages in an annual evidence-based evaluation of its effectiveness against these external standards in collaboration with the Regional Consultant. A copy of the Strategic Improvement Plan and the Annual Improvement Plan may be obtained from the school administrative office. Key Improvements Achieved in 2016 Key achievements for 2016 were in three major areas: Student knowledge and understanding of the Catholic tradition: St Charles’ focused on the planning of quality Religious Education units using principles of Understanding by Design. The implementation plan centred on this approach to programming for teachers. Assessment work was significant with a focus on the three types of assessment for, of and as learning. Curriculum: The English focus was the delivery of explicit, systematic teaching, in speaking, listening and reading. Collaborative analysis of data was used to inform whole school directions, which included the monitoring of student learning growth as well as classroom evidence of the gradual release of responsibility method of instruction. Student Wellbeing: In 2016 we nurture student resilience and wellbeing through the building of a safe, supportive and respectful school environment using the Kids Matter Framework. We undertook and analysed the Safe Schools Framework audit and identified future areas of need from the audit data. St Charles’ refresh the plan for anti-bullying lessons K-6 and unpacked our anti-bullying flow chart. Priority Key Improvements for 2017 Key priorities for our 2017 Annual Improvement Plan: Catholic Life and Mission: Our school staff will have refined differentiated Religious Education Annual School Report to the Community 2016
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units so that scripture and doctrine are central to the engagement of students. Learning and Teaching: Our school staff will use the gradual release model K-6 to plan and deliver evidence based teaching of speaking, listening and writing. Wellbeing: Our school staff will implement the first stage of School Wide Positive Behaviours for Learning (SPBL).
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S ECTION TEN : PARENT , S TUDENT AND TEACHER S ATISFACTION The opinions and ideas of parents, students and teachers are valued and sought. Their suggestions are incorporated into planning for and achieving improved outcomes for students. This year, the School has used a variety of processes to gain information about the level of satisfaction with the School from parents, students and teachers. Parent Satisfaction
Parents are given the opportunity to participate in the life of the school formally through the Parent Advisory Council and informally through interview, survey and meetings. Parents are extremely happy with the faith life of the school and its nurturing nature. Parents articulated that they valued the caring community and appreciated events such as Mothers’ Day, Fathers’ Day and the Grandparents’ Morning Tea which is a part of service whilst preparing for the Sacrament of Eucharist. Parents indicated that their children enjoyed the academic work, the sporting opportunities and the ICT challenges presented at St Charles’ Primary School; singled out for specific mention were Art, Music and Dance classes. The community valued the learning gained from students’ participation in the whole school musical and competing in the City Sydney Eisteddfod on the Opera House stage. Parents indicated they would like to be more involved at St Charles’ through volunteer work and fundraising. As a result of parent feedback, the school is seeking to increase parent social events and diversify communication structures beyond the newsletter and provide a broader range of avenues for feedback. Student Satisfaction
The Year 6 students participated in a student survey to gather data regarding aspects of school life in Term 4, 2016. The students enjoyed their positive friendships and the opportunities provided to participate in excursions, leadership teams, performances, sporting activities and the Buddy Program. Students stated that they valued their education, liked their teachers and the challenging work presented. The students commented on their learning space and wrote positively on its light and ventilation. The students articulated in class discussions a positive response to leadership opportunities and their engagement with social outreach, which they lead across the year. They were enthusiastic about the art and music opportunities provided at St Charles’ and that the musical was another opportunity to express themselves creatively. The students liked the Peace Garden and used it as a gathering space. All students commented on the playground and the activities engaged in. The Bowraville Immersion Program was also valued and sort after.
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Teacher Satisfaction
Staff satisfaction was gauged through surveys, verbal feedback at staff meetings and the evaluation of the Annual Improvement Plan. Staff at St Charles' Primary School have offered affirmation this year with reference to: the Review of the Accountabilities Success Criteria scoring a high level of satisfaction in the area of the explicit improvement agenda the focus of the Religious Education unit re-writing the detailed agenda in relation to Quality Literacy Teaching demonstrating a culture that promotes learning having high expectations for all students which are articulated, shared and owned by staff capacity building through co-construction and planning within a Professional Learning Community collaborative practices being valued school resourcing, both time and personnel, being targeted towards learning outcomes improvement the evidence of differentiated professional learning in Service Agreements and Implementation Plans the Professional Learning Agenda being adjusted in response to teacher feedback.
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S ECTION ELEVEN : F INANCIAL S TATEMENT This School Financial Information is based on the detailed information provided to the Commonwealth Government in the Commonwealth Financial Questionnaire. School Financial Information for the 2016 year is detailed below: RECURRENT and CAPITAL INCOME
RECURRENT and CAPITAL EXPENDITURE
Commonwealth Recurrent Grants $2,407,253
Capital Expenditure 6
$246,331
1
Salaries and Related Expenses 7 Government Capital Grants State Recurrent Grants
Other Capital Income 5 Total Income
$830,107
3
Fees and Private Income
$0
2
4
$2,942,000
Non-Salary Expenses 8 Total Expenditure
$998,303 $4,186,634
$994,499 $132,347 $4,364,206
For the 2016 year the St Charles' Primary School received $111,437 as Interest Subsidy. Our school community is appreciative of the support it received from the NSW State Government under the Interest Subsidy Scheme Notes 1. Commonwealth Recurrent Grants includes recurrent per capita grants and special purpose grants. 2. Government Capital Grants includes all capital grants received from the Commonwealth and State Governments. 3. State Recurrent Grants includes recurrent grants per capita, special purpose grants and interest subsidy grants. 4. Fees and Private Income include Archdiocesan and school based fees, excursions and other private income. 5. Other Capital Income includes building levy fees and capital donations used to fund Capital Expenditure. 6. Capital Expenditure includes expenditure on School Buildings, and Furniture and Equipment. 7. Salaries and Related Expenditure includes all salaries, allowances and related expenses such as superannuation and workers compensation insurance. 8. Non-Salary Expenses include all other Non-Salary Recurrent Expenditure covering resources, administration, operational expenses, utilities, repairs and maintenance.
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